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LESSON PLAN SHEET Please leave on empty chair for observer near classroom door, together with student

profiles, weekly class plan and copies of materials used in class or coursebook with relevant pages marked. (It is not necessary to fill in the pre or post observation sheets for this observation)
NAME OF TEACHER NAME OF CLASS DATE TIME NUMBER OF STUDENTS WEEK NUMBER Alex Wyatt Key English Training Elementary 1st March 2010 12:30 11 9

MAIN AIMS OF LESSON (What do you want your students to have learnt, practised, revised, etc. by the end of the 90-minute lesson?) To revise Present Perfect and Job vocabulary in the context of the KET exam.

LESSON AIDS: (Eg: flashcards, CD etc.) Handout from Cambridge Objective KET

ANTICIPATED PROBLEMS (Do you envisage any difficulties arising in what you plan to teach as a result of students L1 interference, culture, etc, and how do you plan to deal with them?.) Difference between present simple and present prefect and when to use them. Use a timeline to show exact times and non-exact times and past things leading to the present. Problems with when to use -er or -or with jobs. Task on the sheet will give greater understanding.

SYLLABUS FIT (How does this lesson fit into the previous and the following lessons and the general syllabus?) Students are in week nine of the KIC 10-week term. The KET syllabus is a rolling five-week syllabus and the class are in week four. I have identified a weakness in students use of Present Perfect and feel that revision of this tense is important for the students future progression.

TIMING (eg: 10:15h) 12:00

ACTIVITY

RATIONALE

Ask students what jobs they do or have done in the past and using open pairs, get them to ask each other. Students match each job to the photo a-e. Explain and demo with question 1. Monitor and help as students work.

Students are in a job mindset for the rest of the lesson and get some practice at speaking. Students show what they know about jobs already and get some more understanding with a simple task. Students can check their answers before saying out loud to the class.

12:15

12:17

Students check answers in pairs.

12:19

Students individually say answers out loud to the class and I can check answers and student then choral drilling of the answers. understanding thus far, students get the correct answers and an opportunity to speak out loud. Students match job to its description. Explain and demo question 1. Monitor and help as students work. Students check answers in pairs. Students learn about the jobs in more detail. Students can check their answers before saying out loud to the class.

12:20 12:22

12:24

Students individually say answers out loud to the class and I can check answers and student then choral drilling of the answers. understanding thus far, students get the correct answers and an opportunity to speak out loud. Students read famous for fifteen and answer the questions below. Explain and demo with question 1. Monitor and help when necessary. Elicit, explain and drill any difficult vocabulary. Students check answers in pairs. Students expand their vocabulary, read for information and learn about being a chef. Students can check their answers before saying out loud to the class. I can check answers and student understanding thus far and students get the correct answers. Refreshes/teaches students knowledge of present prefect. Students gain greater understanding of present prefect by answering questions relating

12:25

12:35

12:37

Students individually say answers out loud to the class.

12:39 12:45

Recap/demonstrate present perfect for students and elicit what it is. Using timeline and concept questions. Students work through questions 4 and 5. Explain, demo and monitor.

to its rules. 12:55 Students check answers in pairs. Students can check their answers before saying out loud to the class. I can check answers and student understanding thus far and students get the correct answers. Students have to use the form with each other and think of answer at the same time. Also good speaking practice. Students get more job vocabulary and get some understanding of the -er and -or endings in jobs. I can check answers and student understanding thus far and students get the correct answers.

12:57

Students individually say answers out loud to the class.

1:00

Students complete question eight, asking all the other students in the class. Explain, demo and monitor. Then feedback from students. Students complete spelling spot. Explain, demo and monitor. Students individually say answers out loud to the class.

1:20

1:27